URIteacherknowledge - LMTlesson4

Lesson Title: Convection Currents and the Mantle - Part 1

State Standards: GLEs/GSEs

R.I. GSEs Standards Unifying Themes Of Science v Scientific Theory
v Nature of Science
Earth and Space Science ESS1(5-8)POC-3 Explain how Earth events (abruptly and over time ) can bring about changes in Earth's surface: landforms, ocean floor, rock forms, or climate.
ESS1(7-8) -3 Students demonstrate an understanding of processes and change over time within earth systems by...
3a) Evaluating slow processes e.g. seafloor spreading, mountain building to determine how the Earth has changed and will continue to change over time.
3b) Evaluating fast processes e.g. earthquakes to determine how the Earth has changed and will continue to change over time.

National Standards:

National Science Standard G
All students should develop understandinf of:

Science as a Human Endeavor.
Nature of science.
History of Science.

Content Standard D
As a result of their activities in grades 5-8, all students should develop an understanding of
the structure of the earth system.

The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.

Context of Lesson:

This is the second section of the Plate Tectonics unit Plan. The students will investigate the concept of convection by conducting experiments based on density and heat. They will then apply this new concept into their expanding model of the Earth which is be manifested in the incorporation of the concepts, data, and reflections into their ongoing Science Ring project. This section will take place within two classes.
This first class will lead to students understanding the concept of density as well as encompassing the mathematical skills to calculate densities using various variables. Student understanding of density as the ratio of weight(mass) and volume is goal.

Opportunities to Learn:

Depth of Knowledge

DOK #1
Recall or recognize a fact, term, or definition.
Identify, calculate, or measure.
Perform a simple science process or procedure.
DOK#2
Explain and explain relationship between facts, terms, properties, or variables.
Describe and explain examples and nonexamples of science concepts.
Make observations, compare data, interpret information, classify, organize.
Collect and display data.
DOK#3
Develop a scientific model for a complex situation.

Prerequisite Knowledge

Need to Know
Understanding of the concept of volume and of weight.
Basic math skills - multiplication and division.
Misconceptions
Heat is a substance which moves through another substance.

Materials

9ft x 9ft square taped out in middle of classroom. Name = Density Cube
Calculators

Objectives:

The students will:

Be able to calculate density.
Describe the relationship of (weight)mass and volume within the concept of density.

Instruction:

Opening: (5 minutes)

Have following written on the board:
Take out your homework and Share quietly with one of your neighbors. Add or change anything in your or your neighbor's homework. Based on what?

After attendance, ask each of the students to insert their homework. (they were to copy the 2 drawings of Earth's interior on page 23 in their textbook onto specifically colored data cards ) into their Science Ring tool. While they are doing so walk around the class and ask to see each student's homework. Note and give cedit for completion and provide positive reinforcement for all attempts. Since they are producing these cards on their own time, will you encourage them to make the cards beautiful, i.e. colorful, clearly labeled, etc?
Ask the students if any one knows how hot the mantle, outer core, or inner core are. Field answers and reinforce with them that their Science Ring now contains that data, where they can easily retrieve it.
Now ask if anybody knows if these sections of the inner Earth move around at all? If anybody says they think it does, then tell them we will try to determine if this hypothesis is a good explanation of the state of affairs inside the Earth.
But first, we must learn about density and how heat affects density. Today you will walk away from the class understanding what scientists mean by the word Density. Nice transition.

Engagement:
Activity 1 Density (20 Minutes)
Have 9ft x 9ft square taped out in the middle of the classroom ahead of time.
Have the students move all the chairs away from this area if needed.
Tell them to imagine 9foot walls. Ask them to figure out how many cubic feet in this imaginary Density Cube. Use drawing on board to solidify concept. Answer = 27 ft³ How did you get this? 9x9x9 = 729 ft^3
Tell each group to send in a volunteer into the Density Cube. Example 7 students.
Ask them to figure out how many students per box. 7 ÷ 1 = 7 students per Cube
Ask them to figure out how many students per square foot. 7 ÷ 27 = .26 students per Cube
Continue this exercise varying # of students, then use square yards as measurement factor.
Explain that this is how density works, but scientist use # of molecules instead of # of students.
Show a piece of styrofoam and ask the class if any one can count the molecules in the piece. Impossible to do. So instead of # of molecules scientist have decided to use the weight don't you think you should usemass of an object to figure out density.
Redo the initial activity using the combined weight of all the students in the Density Cube. Vary the # of students in subsequent trials. Precede changes by asking "what do we have to do to increase (decrease) the Density of our Density Cube?)
Get students back into their seats and Ask:
What types of measurement do we scientists use to figure out density? Answer Mass(weight) & volume Are you trying to equate mass and weight? Is this wise?
What is the way we represent density when talking to? Answers weight/volume, note that volume is represented as cubic something
Name some ways of expressing density? Answers lbs/yard³, oz/in³ and the one most often used grams/centimeter³ (g/cm³) Will the density of an object differ depending on its location? If not, then mass must be used.
Activity 2 Density Work sheet (20 minutes)
Pass out work sheet and have the students complete the first three sections only. (15 minutes)
Circulate around classroom to ensure all students are doing the exercise.
Review each problem by having a volunteer come up and complete problem on the board. Encourage the class to help the volunteer. Students need to raise hand and be chosen by volunteer to assist. (prevents noisy segment)
Tell the students to correct any errors on their worksheet as review progresses.
Tell the students to finish the worksheet at home as homework.
Density Worksheet

Your worksheet has columns that go off the page. Also, some of your dimension numbers do not include units. Was that intentional?

Closure:(5 minutes)

SAY: At the beginning of class I told you that a concept we needed to understand before understanding the interior of the Earth was DENSITY. Do we now know the concept of density a little better? I hope so. Any Questions?
Tomorrow we will apply this new knowledge of density to our Earth model that we are building. You will need to be able to figure out density on your own tomorrow. Finish the density worksheet as your homework, it is your practice just like you practice basketball, piano, or talking on the phone to get better at what ever you practice.

Assessment:

Formative assessment - Probe for understanding during both activities. Note students with problems or lacking basic math skills while completing the in class portion of the Density homework. Provide positive reinforcement and redirection throughout.
Summative assessment - Worksheet homework

LMTlesson4